1. General Biology 9/11/17 Saving Sam --- Which method was BEST?
What criteria should be used to determine which was best?
Quick Review of those shared & final decision

2. General Biology Introduction
Review Syllabus; Power Standards; ARHS Student Safety Contract.
9/11/17
Signed Syllabus form & Safety contract due Wednesday

3. Today … Review important Documents for the year!
Review Syllabus today in PARTS by table groups
Signed Syllabus form due Wednesday
Review Safety Contract & procedures today
Signed Safety Contract due Wednesday
Review Biology Power Standards
Notebook due by Wednesday check with Mrs. Shaw if that is difficult!
Pre-assessments …

4. Today 9/12/17 Syllabus, Bio Standards Sheet, Lab safety agreement ---
Remember that by Wednesday you need:
Signed Syllabus
Signed Safety contract
Your Notebook or receipt is due tomorrow
Period 4 –will finish the lab safety contract and biology standards
TODAY … Please complete
Pre-Assessment
Continue discussion what is Science & what scientists do…

5. What is Science? Obtain 1 white board & markers per table
Together with table partner - Generate a list of ideas to answer the question and record white board
Share with full class
Compile a list on the white board

6. How do scientists go about their work? “What is needed to study Science?”
Continue a class list on white board
Generate a list of ideas in pairs
Record on White Board
We will share & develop a class list of ideas…
Volunteer to keyboard our class ideas???

7. What is needed to study Science - period 3
Beakers, Glassware
Lab
Trials and errors
Experiments
Data
Lab Procedure
Question
Materials
Hypothesis and materials
Tests
Money/Funds
Hard work and communications
Thought Process
Caution

8. What is needed to study Science - period 4
Equipment/goggles
Think outside the box
Man. Variable
Data/information
Opposing sides
Patience
Being responsible
Periodic table
Persistent
Responding variable
Time
Creative
Problem
Patterns
Brain
Tech.

9. What is needed to study Science - period 5
Calculis
Skills
Safety goggles
Education
Protection
Variables**
Something to study**
Scientific question**
Gloves
Technology
Information/ research
Physics
Measuring tools
Mathematics
Your brain
Chemicals
Hypothesis**

10. What is needed to study Science - period 6
Curiosity Test organisms
Brain
Problem*
Reasoning
Investigative question*
46 chromosomes
Hands
Hypothesis*
Variable*
Basic knowledge
Tools (sterile)
Safety
Team of scientists
Organization
Math
Communication
Data
Open mindedness
Money
Asking why

11. Standard 5 – INQUIRY 9/12/17
Our task today is to explore the processes used by scientists (scientific inquiry)
Identify questions that can be answered through scientific investigations
Use appropriate tools and techniques to gather, analyze, and interpret data
Develop descriptions, explanations, CLAIMS, predictions, and models using EVIDENCE
Communicate scientific procedures and explanations
Refer to the Power Standards INQ = Inquiry

12. Materials For this activity, you will need the following:
Writing utensil (pen or pencil) OR
White board & markers
Metric ruler* if time
White card* if time
Each table at this point needs a 3x5 card and small metric ruller

13. Your Turn… With your table buddy…
You are going to perform an investigation
Record the questions, observations, and conclusions
Do NOT move the cube around! Do NOT move it off the table. Talk about what you notice about the cube.
What questions do you have about the cube?
As a team, develop one or two questions.
Place the cube on each table with #2 on the bottom. DO NOT allow the students to see the bottom of the cube. Have few student groups share their question(s).

14. Your Turn… p4,6 9/13/17
In your group, create a list of observations about the cube and develop an answer to the question:
What is on the bottom of the cube?
(be sure to include evidence for your answer)
Share your answer with a group close to your table or as assigned by Mrs. Shaw
Do your answers agree?
Whole class share using white boards
Share orally what is on the bottom

15. Review Your findings…9/13/17 p3.5
Focus question:
What is on the bottom of the cube?
You should have developed an explanation as to what is on the bottom of the cube.
Explanations require evidence
What do we mean by evidence?
What was the evidence for the number cube?
How is an explanation based on evidence different from other explanations?
Focus question… answers shared with the emphasis on EVIDENCE; Discuss evidence before or during shared ideas

16. Mystery Cube – Do you have:
Scientific Question?
Observations - EVIDENCE ?
CLAIM --- What do you think is on the bottom of the cube
Conclusion written using EVIDENCE to answer you experimental question
Please answer together the last question on the worksheet!
Did you do something similar to an investigation?

17. The Biological Box (CUBE)
Similar process as the numbered box
Do not move the biological cube
Again our question is -
What is on the bottom of the box?
Make & record OBSERVATIONS (evidence)
Place the lion ? Side on the tables without students moving or seeing the bottom of the cube; Students record their ideas

18. Share your Observations
Share with table near you
Can you make a CLAIM as to what is on the bottom?
Full class share
What follows in an investigation?

19. Experimentation
What experiment could you perform to determine what is on the bottom of the cube?
Share ideas They may NOT look at the bottom of the cube!

20. Experimentation
You will perform ONE experiment to learn more about the bottom of the cube
Select one corner
Designate one students to slide the cube toward the edge of the table (or use the card) until the corner you selected extends no more than 2 centimeters of the edge (use the ruler)
Another student is to glance at the exposed corner and share his or her observations with their team
Note the observations
Whole class share
Share observations as a class

21. Experimentation
Can you conclude what is on the bottom of the cube? Why or why not? (Be sure to include evidence &/or reason for your conclusion)
Note your conclusion on your paper…
Conclusion must include evidence…

22. Conclusion to Activity
Consider what you did with the cubes and the process scientists use to learn about the natural world. Did you---?
Identify questions that can be answered through scientific investigations
Use appropriate tools and techniques to gather, analyze, and interpret data
Develop descriptions, explanations, predictions, and models using evidence
Communicate scientific procedures and explanations
Revisit the Learning targets (INQ standard) from the first slide…
Share if time allows…

23. Thinking about inquiry
Alone or with your table buddy, begin reflecting on today’s activity and list specific characteristics of the “Biological Box” activity that model the process scientists use to learn about he natural world.
Use the handout to complete a record your thoughts – Thinking about Inquiry!
Answer questions on the back of the WS
You may work with your table partner
Turn in 1 worksheet for each working table
Handout ws… have students begin filling in worksheet… HW or share at end… exit ticket may be omitted.

24. Scientific Inquiry
How is your investigation of the cube similar to a scientific investigation?
Share your ideas with your table partner
Note your common ideas in your notebook
Whole class share
Discuss with full class how this investigation is similar to scientific investigation / collect cubes without allowing them to see the bottom! We do not always find out the answer completely in science…